Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages
This paper introduces an ontology-based approach within an adaptive learning support system for computer programming. This system is designed to deliver personalized programming exercises that are tailored to individual learners’ skill levels. This proposed framework utilizes an ontology, named CONT...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/724 |
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| author | Lalita Na Nongkhai Jingyun Wang Takahiko Mendori |
| author_facet | Lalita Na Nongkhai Jingyun Wang Takahiko Mendori |
| author_sort | Lalita Na Nongkhai |
| collection | DOAJ |
| description | This paper introduces an ontology-based approach within an adaptive learning support system for computer programming. This system is designed to deliver personalized programming exercises that are tailored to individual learners’ skill levels. This proposed framework utilizes an ontology, named CONTINUOUS, which encompasses common concepts across multiple programming languages. The system leverages this ontology not only to visualize programming concepts but also to provide hints during practice programming exercises and recommend subsequent programming concepts. The adaptive mechanism is driven by the Elo Rating System, applied in an educational context to dynamically estimate the most appropriate exercise difficulty for each learner. An experimental study compared two instructional modes, adaptive and random, based on six features derived from 1186 code submissions across all the experimental groups. The results indicate significant differences in four of six analyzed features between these two modes. Notably, the adaptive mode demonstrates a significant difference over the random mode in two features: the submission of correct answers and the number of pass concepts. Therefore, these results underscore that this adaptive learning support system may support learners in practicing programming exercises. |
| format | Article |
| id | doaj-art-c4fbc0ca50a04d6b8252ceff2696f0a7 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-c4fbc0ca50a04d6b8252ceff2696f0a72025-08-20T02:24:30ZengMDPI AGEducation Sciences2227-71022025-06-0115672410.3390/educsci15060724Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming LanguagesLalita Na Nongkhai0Jingyun Wang1Takahiko Mendori2Graduate School of Engineering, Kochi University of Technology, Kochi 782-8502, JapanDepartment of Computer Science, Durham University, Durham DH1 3LE, UKGraduate School of Engineering, Kochi University of Technology, Kochi 782-8502, JapanThis paper introduces an ontology-based approach within an adaptive learning support system for computer programming. This system is designed to deliver personalized programming exercises that are tailored to individual learners’ skill levels. This proposed framework utilizes an ontology, named CONTINUOUS, which encompasses common concepts across multiple programming languages. The system leverages this ontology not only to visualize programming concepts but also to provide hints during practice programming exercises and recommend subsequent programming concepts. The adaptive mechanism is driven by the Elo Rating System, applied in an educational context to dynamically estimate the most appropriate exercise difficulty for each learner. An experimental study compared two instructional modes, adaptive and random, based on six features derived from 1186 code submissions across all the experimental groups. The results indicate significant differences in four of six analyzed features between these two modes. Notably, the adaptive mode demonstrates a significant difference over the random mode in two features: the submission of correct answers and the number of pass concepts. Therefore, these results underscore that this adaptive learning support system may support learners in practicing programming exercises.https://www.mdpi.com/2227-7102/15/6/724adaptive learninglearning support systemontologyprogramming languages |
| spellingShingle | Lalita Na Nongkhai Jingyun Wang Takahiko Mendori Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages Education Sciences adaptive learning learning support system ontology programming languages |
| title | Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages |
| title_full | Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages |
| title_fullStr | Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages |
| title_full_unstemmed | Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages |
| title_short | Development and Evaluation of Adaptive Learning Support System Based on Ontology of Multiple Programming Languages |
| title_sort | development and evaluation of adaptive learning support system based on ontology of multiple programming languages |
| topic | adaptive learning learning support system ontology programming languages |
| url | https://www.mdpi.com/2227-7102/15/6/724 |
| work_keys_str_mv | AT lalitananongkhai developmentandevaluationofadaptivelearningsupportsystembasedonontologyofmultipleprogramminglanguages AT jingyunwang developmentandevaluationofadaptivelearningsupportsystembasedonontologyofmultipleprogramminglanguages AT takahikomendori developmentandevaluationofadaptivelearningsupportsystembasedonontologyofmultipleprogramminglanguages |